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Hi Meghan,
Welcome to the course.
I really like how you have framed Climate Reporters as an opportunity for pupils to explore evidence rather than simply learn facts about climate change. This is a strong way to build scientific thinking, as pupils are asked to interpret data, notice patterns and communicate their findings.
Your idea of creating short weather or climate news reports is excellent, as it gives the activity a real purpose and audience while integrating Science, Geography, Oral Language and digital skills. To strengthen the Engineering Design Process further, pupils could use their findings to design a practical school-based climate action, such as reducing energy use, encouraging active travel or improving biodiversity, and then review how effective it might be.
Hope you enjoy the rest of the modules.
Hi Megan,
Welcome to the course.
You have drawn out an important message from Liston’s paper, that STEM becomes most meaningful when pupils are solving real problems, asking questions and making connections across subjects. I also like how you have linked this to your own classroom experience, where collaboration and investigation are already central.
Your approach to Activities 1 and 2 sounds very practical, and would give pupils a real sense of working scientifically, especially if they then compare their observations with forecasts or longer-term climate patterns. Your suggestion around differentiation is very valuable too. You as the teacher would know your students capabilities and its great to see you taking that into account. To strengthen the engineering element further, pupils could design or improve simple weather instruments, test how well they work, and adapt them based on their results. This would bring the Engineering Design Process into the activity in a very hands-on way.
Thanks so much for sharing, hope you enjoy the rest of the course.
Hi Kevin,
This sounds like a fantastic place-based project, and the Dungarvan and Waterford area would offer such rich opportunities for exploring natural and scientific heritage.
The term-long structure sounds very manageable and would give pupils time to observe, investigate and reflect on their findings. The links with Science, Geography, Maths and English you have listed are all very strong, especially through biodiversity surveys, mapping activities, data collection and presentations.
You could also include inquiry questions such as: What species live along the river and bay? How do tides or weather affect the coastal environment? Where can we see human impact on the landscape? Giving pupils ownership of these investigations would really support curiosity, teamwork and environmental awareness.
Best of luck with it, and hope you enjoyed the course.
Hi Lorraine,
This is a really lovely seasonal biodiversity project, you are so lucky to have such a lovely hawthorn tree. Returning to the same tree throughout the year would give Junior Infants a very concrete and memorable way to notice seasonal change, from leaves and berries to insects, birds and changes in the bark.
All the ways of exploring the tree you have listed e.g. photographs, nature journals, magnifying glasses, clipboards and iPads, would really support close observation and give pupils different ways to record what they notice. I also like how you would include shorter noticing walks alongside the monthly outdoor sessions, as this would help make outdoor learning a regular and natural part of the school year.
The cross-curricular links you list are very strong. There are some fantastic stories around trees and their symbolism you could explore too, like the hawthorn linking to the fairies and the otherworld in Irish folklore. Linking it with Green Schools, No Mow May and citizen science would give the project even more purpose!
Thanks for sharing and I hope you enjoy the rest of the course.
Hi James,
Welcome to the course.
This sounds like a really thoughtful and meaningful project, especially as it is inspired by a familiar local place that your pupils already know.
I really like how you have adapted the idea into something suitable for your own school setting. The sensory-friendly element is particularly strong, as it is both inclusive and provides real world change and agency for the students. It also shows clearly how STEM design can respond to the needs of real users.
There are lovely biodiversity links too, with ideas such as native wildflowers, log piles, bird boxes and feeders to attract frogs, dragonflies, birds and pollinators. Pupils could also take part in mapping the space, choosing materials, observing wildlife and recording how the habitat changes over time.
Best of luck with it, and hope you enjoy the rest of the course.
It’s ok Doireann, no worries.
Try right clicking in the text box and selecting ‘paste as plain text’, hopefully that will work for you.
Hi Jessica,
Welcome to the course.
I really like your emphasis on making this a whole school project, as having the whole school community on board would make the actions much easier to sustain.
Engaging the Green Schools Committee is a great idea too, as it gives pupils ownership and allows them to become ambassadors for pollinators across the school. the suggested actions you have listed are all very valuable not only just to pollinators but would make a real difference to biodiversity in the school grounds.
The poster campaigns, events and projects would also help raise awareness among other pupils and families. You could also include simple seasonal monitoring, where pupils observe which insects visit the wildflowers and record changes over time.
Thsnks for sharing and hope you enjoy the rest of the modules.
Hi Jack,
Welcome to the course. I agree with your point about taking time with the online tools and focusing on one project per term. The resources can feel vast at first, so choosing one clear focus would make the learning more manageable.
The Climate Action Park beside your school sounds like a fantastic real-life context for exploring land use, climate and local change. Mapping is a great way to explore and make the learning tangible and real, while also offering a lot of cross-curricular opportunities.
The time-lapse video idea is lovely too. It would allow pupils to document change visually over the year and be a lovely show and tell moment that could be shared with families and the local community.
Hope you enjoy the rest of the course.
Hi Doireann,
Welcome to the course and thank you for sharing your reflection. I really like your point about choosing an interesting topic that pupils can connect with and feel curious about. The familiar, hands-on challenges you have highlighted are great examples, as they give pupils a sense of confidence while still allowing for creativity, problem-solving and open-ended outcomes. It’s also a great idea to look to what’s happening in the news or in your immediate environment for inspiration and a natural hook.
I also like how you highlighted the importance of discussion and comparing different results. This is such an important part of STEM learning, as pupils can explain their thinking, listen to others and reflect on how they might improve or adapt their designs.
Just a small note: it looks like some formatting code copied into your post at the beginning and end. If you are copying from Word or another programme, it can help to paste as plain text first, and then format the post in the discussion box.
Hi Emily,
Welcome to the course. You make a very good point about the activity building naturally on the earlier work around weather, climate and greenhouse gases. I also like your awareness of how much scaffolding pupils may need, particularly with the TEAL tool. Using it first as a whole-class demonstration before moving into paired investigation is a very sensible approach, especially for 4th class.
Your suggestion of adding a local Irish element would really strengthen the activity. Pupils could begin by discussing recent weather patterns they have noticed, then compare these observations with longer-term climate predictions. This would help them understand the difference between personal experience and scientific data.
I particularly like your final focus on realistic school and community actions. This helps pupils move from concern into agency, which is so important when teaching climate change.
Hope you enjoy the rest of the modules.
Hi Bronagh,
Thank you for sharing such a strong reflection on Activity 3.
You have identified a very purposeful way to move pupils from understanding the science behind greenhouse gases into working with real climate data. I particularly like your emphasis on group work, as this would allow pupils to compare ideas, support one another with the TEAL tool and develop confidence in interpreting information.
Your idea of finishing with a school climate action plan is especially effective. This gives the activity a clear sense of purpose and helps pupils move from awareness into agency. To strengthen the Engineering Design Process even further, pupils could choose one proposed action, design a small solution, test it in school, gather feedback and then improve it.
The suggestion of more differentiated resources is very valid too, especially for supporting pupils who may find the data or graphs challenging. Hope you enjoy the rest of the course!
Hi Eve,
Thanks for sharing such a thoughtful idea for designing a Dark Sky place. I really like how you have identified this as a creative way to bring together science, art, sustainability and environmental awareness.
Beginning with photographs of Dark Sky places would be a lovely visual prompt and would help pupils compare darker areas with places affected by artificial lighting. Discussing why dark skies matter for people, wildlife and the wider environment would also give the design task a clear purpose.
I really like the group design element. Asking pupils to label and explain their choices would encourage reasoning, teamwork and communication. To extend this further, pupils could include a simple lighting plan showing where lights would be needed and where darkness should be protected.
Thanks for sharing, and hope you enjoyed the course.
Hi Caoimhe,
Welcome to the course. Thanks for sharing such a lovely approach to observing the Moon with First Class. I really like that you would begin with images of the Moon and ask pupils what they notice, as this encourages careful observation and discussion from the start. Using a KWL chart is also a great way to gather prior knowledge and return to the children’s learning at the end of the lesson.
The home observation task is a lovely way to involve families and connect classroom learning with the real night sky. To strengthen this further, pupils could record the date, weather and what time they saw the Moon alongside their drawing.
Thanks for sharing and hope you enjoy the rest of the modules.
Hi Marie,
Welcome to the course. I really like how you would begin by bringing pupils outside to observe the position of the Sun and measure the length and direction of shadows at different times of the day. Asking pupils to work in groups to record their observations would support collaboration, discussion and careful data collection. It would also help them notice patterns before exploring why shadows change due to the Earth’s rotation.
The design and construction of their own sundials adds a strong engineering element, as pupils would need to consider materials, placement, testing and accuracy. I also like the idea of identifying the best location for a permanent sundial on the school grounds. This would make the learning meaningful and connected to their own environment.
Thanks for sharing and hope you enjoy the rest of the modules.
Hi Sharon,
Welcome to the course. Thanks for sharing your thoughts on the gravity and planet tube activity. You have identified some lovely strengths here, especially how the activity encourages pupils to predict, test, observe and discuss their findings. Working in small groups would also support collaboration and help pupils learn from one another.
Just a small note: it looks like some of your posts and replies may have been posted as separate topics rather than as responses within the existing forum threads. Could you copy and paste your responses into the relevant moderator topics so they are easier to track?
Also, don’t forget to include your reflection on Liston’s paper and what STEM education looks like in your own classroom to fully complete the assignment.
Hope you enjoy the rest of the course.
